There are three styles of learning. How can teachers in the composition classroom utilize these methods to help students improve writing? There are considered to be three different styles of learning - specifically, these styles are known as visual, auditory, and kinesthetic (or tactile).

Basically, these styles just mean that each student learns differently. A visual learner, for example, learns mainly by sight. He learns from what he sees. An auditory learner, however, will learn more by what she hears, while a kinesthetic learner will learn more through touch. So how can a composition instructor make sure he appeals to all of these learning styles to ensure that all his students learn what he's teaching? For each learner, there are many things he can do.

What the Instructor Can do to Help the Visual Learner in the Composition Classroom

Just standing at the front of the classroom lecturing and interacting with students is a way an instructor can appeal to a visual learner (whether or not that instructor is a composition teacher). Also writing examples on the white board is a great way a composition instructor can help the visual learner. Other things she can do include PowerPoint presentations as part of her information delivery, and projecting helpful websites can also help, as well as having students read along with a portion of the text. Even sharing a film in class, such as a documentary, can help visual learners.

A lot of teachers automatically do a lot of visual teaching, because that's the way they learned. Many instructors of yore have given in-class lectures which typically involve the professor standing at the front of the room telling his students what material in the text is important. Old teaching styles do not always guarantee the best methods, however, because while lecturing appeals to the visual and even auditory learners, they do not always work for everyone. First, though, a look at auditory learners.

How Can the Instructor Help the Auditory Learner in the Writing Class?

Auditory learners absorb information through the spoken word, so - obviously - the lecture is a great way for this type of learner to get what he needs out of class. These type of learners will sometimes ask to record lectures as well, just because hearing a lecture again can help.

These kinds of learners also do well in group discussions, whether in small groups within the composition classroom or with the class as a whole. They may ask questions so that material can be clarified. Reading text aloud is also sometimes beneficial, so if an auditory learner doesn't quite understand what the text said about MLA format, the instructor would do well to start by reading the specific text aloud and going from there. Composition Instructors Helping Kinesthetic Learners in the Classroom

A kinesthetic, or tactile, learner retains information through touch. This touch can be from simply taking notes or from manipulating objects. In the composition classroom, one of the best ways to help tactile learners is by having them write. A simple way to do this without having students write essays in class can be through performing freewriting exercises.

If an instructor includes peer review sessions in her classrooms, kinesthetic learners can gain a lot from this activity as well, because they are performing a hands-on activity. Handouts are also good with this group of learners (as well as visual learners). Tactile learners often do best when they have something physical to do.

Improving the Composition Classroom for All Learners

Teaching composition isn't always easy, but if an instructor can improve all of her students' chances of learning, she is well on her way to helping all of her students learn to write well academically. By centering at least part of every class period toward each type of learner, she will increase the chances of success for all her students. Sometimes, simply passing out a handout, reading a portion of the most important material, and then having her class discuss what it means will help all learners in one fell swoop.